Voices - Vol 8

Now & Then

Tyler Caldwell — Tue, 20 Jan 2026 19:57:00 +0000

Now & Then Tyler Caldwell Tue, 01/20/2026 - 12:57

When Christie Rolph opened her classroom to a student teacher last fall, she was in for a surprise: the student teacher she was paired with was one of her former eighth-grade students.

Rolph was in her first year teaching U.S. history when her path first crossed with Kamilah Bugarin Rodriguez. Now, 12 years later, Bugarin Rodriguez is back in Rolph’s classroom, teaching side-by-side as her student teacher at Longmont High School.

“When Christie emailed me, I felt like it was a sign,” said Bugarin Rodriguez. “Also, she teaches all the classes I would love to teach, with a mix of AP human geo, world studies and psychology. This is the perfect spot for me to try everything.”

Bugarin Rodriguez loved studying psychology as an undergraduate, but it took a teacher-friend’s introduction to substitute teaching to realize she could share her passion through teaching. In CU 91��Ҹ�’s one-year Master’s Plus Teacher Licensure program, she’s working toward a master’s degree while gaining teaching experience.

Rolph is grateful to be teaching with a talented, up-and-coming teacher and reconnecting with a former student.

“I am excited for her,” Rolph said. “I didn’t have a straight path to teaching either, so it is lovely to see her giving back to the community in this way.”

From Middle School Student to Student Teacher

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Our Best Wishes to Retiring Faculty

Tyler Caldwell — Tue, 20 Jan 2026 19:48:57 +0000

Our Best Wishes to Retiring Faculty Tyler Caldwell Tue, 01/20/2026 - 12:48

Please join us in recognizing our faculty who retired recently and learning more about their next steps.

In the past year, Johanna Maes, associate teaching professor and director of the master’s in higher education, also retired, and Kevin Welner, professor of educational foundations, policy and practice, retired from that position and continues to serve as research professor and director of the National Education Policy Center.

Sue Hopewell
Associate Professor of Equity, Bilingualism and Biliteracy

What are you excited about in retirement?

“Retirement is the best! I’m volunteering at the elementary school across the street from my home. I’ve enjoyed some cooking classes— French pastries and croissants. One thing I’ve started that was not on my list is golfing classes. I took it up because my husband and I closed on a condo at the coast in Delaware where I have family. Our development has a nine-hole course that I want to be able to play. It also has a kayak launch directly into the bay and wooded hiking trails. We are in heaven!”

What are you grateful for in your time at the School of Education?

“I appreciated working at a school that had a shared mission to social justice. We didn’t always get it right, but we were willing to step back, self-critique and think hard about how to move forward. That said, without a doubt, the thing that brought me the most joy while I was in the School of Education was my colleagues in EBB, my Literacy Squared team and my students— particularly the doctoral students. They were thoughtful, kind, generous and fun! I miss them terribly. At the end of the day, it’s all about the people, isn’t it?”

Vicki Hand
Associate Professor of STEM

What are you excited about in retirement?

“After 17 years at CU, I decided it was time for a new adventure focused on my interest in reparations work. I’m excited to get involved with community-based organizing dedicated to developing a model for reparations. I’m also coediting a book for Harvard Education Press about mathematics teacher noticing for equity. On a more personal note, I’ve joined a gravel bike club called the Petunia Mafia, am co-organizing the Fairview [High School] mountain bike team and have been making quilts.”

What are you grateful for in your time at the School of Education?

“I miss the School of Education—the wonderful colleagues, the fantastic staff and, of course, the students! I cherish the close friendships I built there and am grateful for the support I felt pursuing my research interests. For so many years, the School of Education felt like home, especially when it came to STEM Education. Plus, I believe the School of Education faculty are some of the humblest and most dedicated people in the field of educational research—their excellence truly shines in the work! This goes for our students as well.”

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Following in Their Footsteps

Tyler Caldwell — Fri, 16 Jan 2026 21:21:07 +0000

Following in Their Footsteps Tyler Caldwell Fri, 01/16/2026 - 14:21 Hannah Fletcher

A Hispana teacher and students at the public school in Las Vegas, New Mexico. Ca.1890–1900. Courtesy of the Palace of the Governors, Photo Archives. (NMHM/DCA), 070248.

An education historian’s return to roots

Maestro Miguel López (right) and
his son, Teodoro López (left).
Courtesy of Dr. Jennifer Pacheco.

Derek LeFebre has been haunted by a question from his dissertation defense: “While I’m celebrating all these Mexican- American educators and influential educational leaders in New Mexico, one committee member challenged me: ‘Are you one of those leaders? Are you like them?’

It was a fitting question for someone whose research, leadership and life are interconnected.

LeFebre grew up in Denver but was always curious about his family’s roots in New Mexico. Before attending graduate school, he taught in Greeley Public Schools, where he loved working with students but was troubled by the myths whispered to his students who, like him, come from largely Latine backgrounds. As he pursued principal licensure, he kept returning to bigger questions about inequities and how his own history fit into the story.

That search led LeFebre to the work of Rubén Donato, CU 91��Ҹ� professor emeritus and a nationally renowned education historian whose groundbreaking research documents some of the untold histories of Mexican Americans’ fight for education rights. Plus, CU 91��Ҹ� is within driving distance of Greeley.

“I went to CU to better understand my work as an educator in Greeley with our Latine population here and what it means for me to be a Latine educator in my community,” LeFebre said. “Studying with Rubén was a chance to answer that question. As an emerging leader, I wanted my leadership to come from a place of historical awareness.”

LeFebre’s research examines how New Mexican communities fought for education and land rights after the Treaty of Guadalupe Hidalgo, which ended the Mexican-American War and ceded Mexican territory across today’s southwest U.S., including New Mexico and Colorado. The treaty also stated that former citizens of Mexico were now U.S. citizens, and they had the right to keep their land-grant property. However, most of those former Mexican citizens and their descendants lost their land by 1904, which is a part of LeFebre’s own family history.

His research documented exhaustive primary sources—land records, school materials, personal effects and family records from Mexican-American educators of the time—that show how local educators and leaders used land and education as tools of survival, resistance and cultural continuity.

“As an educator in Greeley, my research gives me a stronger historical awareness of who we are as a Latine community and where we’ve come from,” LeFebre said. “It debunks many of the stereotypes that I’ve grown up hearing, not only as a student, but also as a teacher: that Mexican Americans may not value education at the same level as other Americans.

“That’s wrong. There are great examples in the past of how Mexican Americans really struggled for education because they knew how it was tied to their labor and their value as laborers but also tied to their land and their rights to shape their own lives.”

In May 2025, LeFebre returned to Greeley schools as assistant principal and athletic director at James Madison STEAM Academy, his neighborhood school, which serves a majority Latine, multilingual community.

Though that question from his defense still echoes, LeFebre feels more ready to lead from within the school while continuing to publish research that amplifies important histories. His journey—like those finally being documented in educational research like his—is about using education not only to teach but to carry forward legacies of struggle for community well-being.

An education historian's return to roots

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Cross-Cultural Connections

Tyler Caldwell — Fri, 16 Jan 2026 21:13:09 +0000

Cross-Cultural Connections Tyler Caldwell Fri, 01/16/2026 - 14:13 Hannah Fletcher

Last year, Associate Professor David Webb traveled to the University of South Bohemia in České Budějovice, Czech Republic, through a Fulbright Specialist Award to enhance his math education work grounded in students’ real-world experiences. In this Q&A, Webb discusses how a personal connection—thanks to colleague Erin Furtak’s introduction to Professor Roman Hašek—has grown into an international partnership rooted in shared curiosity and a passion for meaningful STEM education.

Q What can you share about your visit and learnings?

My recent visit to the University of South Bohemia was successful and rewarding. With Prof. Hašek as my host, our goal was to integrate research-based approaches to STEM education, including active learning and other student-centered pedagogies. We learn about ourselves and the systems we work in when visiting other countries and experiencing what they value and prioritize. Our institutions share similar goals for STEM education, yet I was struck by how their secondary schools exemplify a broader view of student success. I observed a stronger commitment to career pathways and explicit connections between coursework and local industries. At one middle school, students engaged in mathematics directly related to tasks in a nearby manufacturing plant. In this and other cases, I found greater interaction with industry partners, leading to a clearer understanding of innovation and educational needs within their economy. Building partnerships outside academia is something I’m taking forward.

Q What are examples of the ideas you exchanged?

During my visit, I worked with Associate Professor Libuše Samková, who leads mathematics teacher training. I observed her lessons and co-taught sessions using contextual problems and 91��Ҹ� to support student reasoning. We introduced CU 91��Ҹ�’s Iceberg Model and discussed learning progressions to strengthen formative assessment.

I also met with faculty from mathematics, natural sciences and economics to explore expanding active learning in undergraduate courses. I shared lessons from a U.S. NSF-funded project that catalyzed change across more than 20 math departments. Faculty showed strong interest in adapting similar practices for courses with high attrition rates.

The visit concluded with my plenary lecture, “Active Learning in STEM Education: Principles and Practices for Student-Centered Classrooms,” at the university’s STEM Education Conference. By the end of my stay, we discussed our near-term intentions for further collaboration to share innovative resources going forward that support professional learning experiences for instructors and future teachers.

Q What would you want others to know about the value of programs like Fulbright?

Unfortunately, the future of the Fulbright Program is uncertain given recent shifts in federal funding, but its mission feels more important than ever. We deepen our understanding of cultural norms and traditions when we initiate, experience and sustain cross-cultural exchanges of ideas, resources and expertise. These exchanges do not require travel abroad, but different countries’ histories, traditions and education systems vividly show how our status quo practices merit further examination. Some of my most rewarding experiences included observing teachers in classrooms and talking with students. I don’t think I’ll ever tire of seeing the joy of learning and the ways teachers create these moments.

I’ve found that the different perspectives and experiences we bring to these collaborations are always mutually beneficial. These are not one-way exchanges—we learn from each other and identify issues we want to tackle together. Working collaboratively on similar challenges helps us make sense of our own practices. These partnerships motivate me to make changes, try new approaches and keep learning alongside others.

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The Arc of a Scholar

Tyler Caldwell — Wed, 14 Jan 2026 22:41:14 +0000

The Arc of a Scholar Tyler Caldwell Wed, 01/14/2026 - 15:41 Hannah Fletcher

How Liz Meyer’s 91��Ҹ� and Teaching Paves the Way for LGBTQ+ Affirming Teachers, 91��Ҹ�ers and Change-Makers

It was standing room only at the South 91��Ҹ� Library, where all ages gathered for a joyful drag show organized entirely by students from Fairview High School’s Gender and Sexuality Alliance.

Student organizers were inspired by a book from the Title IX book club, co-led by School Librarian Rebecca Kaplan (PhDEdu’16) and School of Education faculty member Liz Meyer (MEdu’97) as part of an outreach project designed to promote public understanding of the value of education.

Denver’s professional drag performers jumped at the chance to work with the students. The show was a testament to the power of youth-led activism and the educators and allies in their corners.

“The show was full of the imagination, audacity and vision of the young people,” said Meyer, professor in educational foundations, policy and practice.

“It’s a delicate balance because we don’t want to put all the weight on the kids to make change. I think about this idea of a snowplow—we make the path for them and clear the way for their work.”

What most parents want for their kids is a world that will love them back.”

Meyer’s teaching and research have embodied that motto. From her early scholarship on anti-LGBTQ+ harassment and bullying to her recent book, Meyer centers policies and practices that build safer, more inclusive schools for LGBTQ+ students and educators.

Her journey is deeply personal. In her first year working at a small winter sports school in upstate New York, Meyer discovered she loved teaching and had found her calling.

However, despite her contract renewal and celebrated teaching, Meyer was abruptly asked to leave at year’s end. She had written an article about supporting gay and lesbian students in a national newsletter for teachers. When the headmaster saw the article, he asked her to resign quietly. She refused and was fired.

That difficult start to her career launched Meyer’s loud, proud and purposeful academic path. She sought her master’s degree at CU 91��Ҹ�. In 2003, she began her doctorate at McGill University, focusing on educational equity, queer theory and learning from teachers’ voices.

At the time, alarming studies documented high suicide rates among gay and lesbian youth, but little was known about what Meyer calls “gendered harassment” in schools. Her dissertation explored how teachers understood their responsibility to interrupt bullying and violence related to gender and sexuality.

The work was groundbreaking, though not always easy. She recalls broadening her research foci at mentors’ urging and even “dequeering” her CV when applying for faculty positions.

When she was invited to apply for the associate dean of teacher education role—the job that brought her back to CU 91��Ҹ� in 2015—Meyer says it was the first time she felt hired for her expertise in LGBTQ+ equity in education rather than in spite of it.

Today, Meyer’s scholarship meets urgent needs to legally and ethically support marginalized students amid resurgent anti-LGBTQ+ rhetoric.

Meyer and faculty colleagues Bethy Leonardi (PhDEdu’14) and Sara Staley (PhDEdu’14) are launching a new mutual aid network to support queer and trans educators in Colorado. Combined with her new book and other efforts, Meyer hopes to connect and uplift educators and allies who unabashedly affirm LGBTQ+ youth.

“91��Ҹ� shows that by supporting our kids for who they are—not harming or shaming them—we can create humans who are more kind, empathetic and loving,” Meyer said. “What most parents want for their kids is a world that will love them back.”

Learn more about Meyer’s work in her new book, Queer Justice at School: A Guide for Youth Activists, Allies, and Their Teachers.

Queer Justice at School: A Guide for Youth Activists, Allies, and Their Teachers

by Elizabeth J. Meyer

Get your copy now!

How Liz Meyer’s 91��Ҹ� and Teaching Paves the Way for LGBTQ+ Affirming Teachers, 91��Ҹ�ers and Change-Makers

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The Transformative Power of Community

Tyler Caldwell — Wed, 14 Jan 2026 22:04:39 +0000

The Transformative Power of Community Tyler Caldwell Wed, 01/14/2026 - 15:04 Hannah Fletcher

For over three decades, the College Assistance Migrant Program (CAMP) in CU 91��Ҹ�’s BUENO Center for Multicultural Education has sowed the seeds of growth and success for students from seasonal farmworker families.

Since 1990, the Patitos Scholarship, the new name for the program formerly known as BUENO CAMP, has welcomed students and their families into higher education by offering mentorship, tutoring, financial assistance and a community that understands their unique journeys.

With more than 720 students served by BUENO CAMP, the program has proven that when migrant students are given the support they need, they don’t just graduate—they lead by example. Nationally and locally, CAMP boosts retention and graduation rates. Most importantly, CAMP builds a sense of belonging.

Even in the face of uncertain federal funding, Patitos continues to prove its worth in the people who have gone on to impactful careers. Here, you will meet several CAMP and Patitos alumni who are supporting others through impactful careers that were first cultivated in CAMP.

THE PRINCIPAL:
Jorge Gonzalez Moncada

Jorge Gonzalez Moncada leads D6 Online Academy with the same compassion that guided him as a first-generation student in CU 91��Ҹ�’s CAMP.

“One of my fondest CAMP memories was visiting colleges (in 2009) and beginning to prepare for what my higher education journey would look like beyond attending Aims Community College,” he said.

“As a first-generation student, this experience was especially meaningful because my parents, who were farmworkers, weren’t able to guide me through the process.

Instead, I had the support of Dr. (Robert) Garcia, Cristina (Antillon) and Tammy (Molinar-LeBlanc), who walked alongside me. They understood the unique challenges first-generation students face, and I felt reassured knowing I was making the best decisions for my future with their support.”

That support guided Gonzalez Moncada’s academic journey from Aims Community College to a bachelor’s degree, a master’s degree in the CU 91��Ҹ� School of Education (MAEdu’16) and eventually an Educational Specialist degree from the University of Northern Colorado—the first college he visited as CAMP a student.

With those academic experiences under his belt, he’s now principal of D6 Online Academy, serving his home community and a student body that’s 70% Latinx. Gonzalez Moncada embodies the legacy of CAMP by building leaders who uplift others.

“Today, I am a principal because of the foundation CAMP provided,” he said. “CAMP doesn’t just change the trajectory of one student’s life—it creates a ripple effect for future generations. First-generation students like me become role 91��Ҹ� for our families and communities, proving that with the right support, we can achieve more than we ever imagined.”

THE ADVOCATE:
America Paz-Pastrana

CU 91��Ҹ� had always been America Paz-Pastrana’s dream school, but applying was unfamiliar territory for the first-generation college student.

Everything changed when her cousin introduced her to a CAMP recruiter who came to Carbondale, Colorado, to help farm families with applications. She still remembers receiving her acceptance letter.

“Back then, it was not an email but a real envelope. I knew I was being accepted, because it was so thick,” she said. “I thought, ‘Oh my god, I’m going to CU!’”

Help from the recruiter was only the beginning of the support Paz-Pastrana received from CAMP faculty, staff and peers.

At orientation, she skipped one session when a friend shared second-row tickets to a Bon Jovi Red Rocks concert. The CAMP staff called her mother looking for her, proof they cared. Today, she calls it a funny story, but the memory of how CAMP staff genuinely cared about her success still brings tears.

“They really held my hand,” she said. “They are like family. I don’t think I would be here without them.”

Finding a community that recognized her potential was life changing. When her younger brother started applying for colleges, Paz-Pastrana paid it forward by helping him focus on his strengths and potential—just as the CAMP recruiter had done for her. Her brother’s journey has led to an accomplished career as a documentary filmmaker who centers the immigrant experience and voices.

CAMP not only supported her undergraduate success but also bolstered Paz-Pastrana’s confidence to pursue another dream: law school.

“I knew I wanted to be of some kind of service, to help people—especially people who can’t help themselves or speak for themselves,” she said.

With her law degree from the University of Denver and CAMP experience at CU 91��Ҹ�, Paz-Pastrana is doing just that. She has worked for public defender offices in 91��Ҹ� and Denver, Congresswoman Diane DeGette’s office and more. Currently she works at the Alternate Defense Council and the Community Economic Defense Project, helping people facing eviction and other threats to housing stability know their rights and have legal guidance and representation.

She is proof that CAMP doesn’t just create opportunities for students—it creates opportunities for their families and extended communities, too.

Learn more about how you can support the Patitos Scholarship

Patitos Scholarship

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Running with Ralphie

Tyler Caldwell — Wed, 14 Jan 2026 21:57:16 +0000

Running with Ralphie Tyler Caldwell Wed, 01/14/2026 - 14:57

Left: Claire Applegate (Edu’25), Right: Ben Eggen

When one Ralphie gate closes, another one opens. Just ask two School of Education undergraduate students who have been lucky enough to join the coveted team of Ralphie Handlers— one of CU’s most cherished, recognizable traditions.

Ralphie Handler Claire Applegate (Edu’25) graduated last spring with her degree in Leadership and Community Engagement. She passed the torch to Ben Eggen, a Middle and High School Teaching major who’s just starting out with the team. Both students grew up in Colorado watching Ralphie run.

Applegate, from Centennial, attended CU Buffs games with her family. She assumed everyone in the crowd was, like her, there to watch Ralphie. As she got older, she realized some attendees were there to watch the football game, which she loves now too, of course. Eggen, who grew up in Longmont and also watched the Buffs play, likewise admired Ralphie and dreamed of trying out for the team one day.

That day is here, and Applegate and Eggen know firsthand about the intense training protocol for Ralphie Handlers. During football season, these varsity student-athletes dedicate 20-30 hours per week to not only training and practicing but also caring for the beloved mascot and escorting her to public appearances.

Here, our local Ralphie Handlers run us through what it’s like to have their childhood dreams of running with Ralphie come true.

Q. What's the best part of being a Ralphie Handler?

Eggen: Getting to be a part of the best team in the world. The community that the team has built is one of inclusion and respect. During my time on the team, I have made lifelong memories and friends.

Q. What's one thing about Ralphie that surprised you after becoming a Ralphie Handler?

Applegate: How much personality she has. She has a unique relationship with everyone on the team and can be quite playful once she gains confidence in you joining her herd.

Q. What does Ralphie mean to you both?

Applegate: Ralphie represents CU 91��Ҹ� as a whole to me. She has been part of our school's history for over 50 years, and images of her can be found all over the campus. To attend CU is to know and love Ralphie, which creates connection between students and alumni.

Eggen: Ralphie represents the spirit and tradition of CU. She brings the CU community together and embodies the pride of students, faculty and alumni. She is the beating heart and soul of the 91��Ҹ�. Ralphie is the greatest tradition in college football history.

Two School of Education students reflect on their dreams come true.

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The Heart of Public Education: Redefining Our Roots

Tyler Caldwell — Wed, 14 Jan 2026 21:18:43 +0000

The Heart of Public Education: Redefining Our Roots Tyler Caldwell Wed, 01/14/2026 - 14:18 Hannah Fletcher

In this moment of deepening distrust in Public Institutions, including Public Schools, it's important to recognize that much of this distrust is purposely manufactured."

- Nelia Peña

Nelia Peña began her journey as a public school teacher where she grew up: in Denver.

Peña had a strong commitment to justice but quickly realized the system was not built to truly center equity in her bilingual elementary classroom despite the district’s stated equity commitments. She began teaching in 2012 amid the “education reform era” initiated by the No Child Left Behind Act, which focused on holding K-12 schools accountable for student performance and led to the growth of state-mandated assessments, often tied to more rigorous state standards.

“I definitely went into it with a really strong desire to be a teacher for social justice, to help students develop critical consciousness,” Peña recalled. “Then I got to (the classroom), and that’s not what people were doing. People didn’t consider that ‘good teaching.’”

A bright spot amid her disheartening experiences came from her master’s in the Equity, Bilingualism and Biliteracy program in the CU 91��Ҹ� School of Education and its BUENO Center cohort, which included many other Latinx teachers. There, she found validation for her frustrations and explored frameworks for reaffirming her students’ cultural and linguistic wealth.

“It was pretty transformative for me personally and professionally,” she said. “It gave me community and tools to re-center justice.”

Redefining Rigor

The program helped Peña (MEdu’20) speak up. When she was promoted to be a teacher leader—a hybrid part-time teacher and coach role— she challenged definitions of rigor that ignored students’ lived experiences.

“I led professional learning for the school focused on language instruction, integrating ideas around the intersections of race and language, honoring students’ ways of knowing, and how we could transfer equity work into concrete pedagogical practices,” she said. “We had these standards, and I was thinking about teaching in rigorous ways while centering our students.”

Peña, who taught for eight years, is now pursuing her doctorate at CU 91��Ҹ� in the Equity, Bilingualism and Biliteracy program. Her focus is on further exploring how dialogue and translanguaging—or creating an environment where students use all their linguistic resources—can be integral for public schools. Schools have historically marginalized students’ language and ways of knowing, but she believes that can change.

“So often in school, what students bring with them is treated as ‘wrong,’” Peña explained. “But they’re drawing on their cultural and linguistic wealth. What would make sense for them in their families and communities? How can we value that? How would that feel different for students, and what would that do for our schools?”

The Allure of Innovation

Terri Wilson was an undergraduate in Minnesota—the first state in the U.S. to embrace charters schools and school choice—when she also noticed gaps in local schools.

While volunteering in Minneapolis- St. Paul schools, she realized many kids, especially those from immigrant families, were not being seen, valued or well educated in their classrooms.

“Schools in their neighborhoods had systematically been failing many of these kids,” she said. “For many of us working with these families, charter schools seemed like an appealing alternative.”

Wilson, then a triple major in philosophy, political science and education policy, was intrigued by the idea of innovative schools, so she decided to develop a charter school application for her senior thesis project. However, as she worked on the application, her certainty waned.

“I ended up being drawn toward questions about whether or not we should be creating a school of our own or pushing the public school system for more resources,” she said.

“My thesis was instead an examination of the democratic potential of charter schools and the contradictions.”

It was a fitting change of heart for Wilson, who is now a philosopher of education and associate professor in educational foundations, policy and practice. That thesis set the stage for her work with St. Paul community schools after graduation and her graduate studies. Today, her research focuses on school choice, parental rights and the democratic foundations of education. All these experiences sharpened her question: What does the “public” in public schools mean?

What Is “Public” Education?

Wilson has been partnering with several colleagues, including Kevin Welner, a longtime professor, director of the National Education Policy Center and education law expert at CU 91��Ҹ�, on a scholarly piece about the definition of public education from a variety of disciplinary perspectives. Those perspectives include Wilson’s philosophical view and Welner’s legal take, as well as insights of economists, sociologists, historians and others. Spoiler: The definition of “public” is undefined.

“There is no single definition that we have, as a society, agreed to about what we mean when we say ‘public,’” Welner said.

Funding is one part, but publicness also includes “civil rights protections, regulatory control and the role of the public in making decisions and governance.”

The U.S. approach, he noted, differs sharply from many European systems, where private schools can receive taxpayer funding only if they accept strict regulations. Schools must comply with rules around teacher qualifications, protections against discrimination, tuition limits, curriculum, admissions criteria, accountability and governance.

“We’ve never attached the level of regulation and protections for students or teachers that the European model does,” Welner said.

The U.S. is moving toward a model with weaker regulatory guardrails, driven partly by recent Supreme Court decisions.

By expanding the “Free Exercise Clause” into what Welner described as a “very powerful anti-discrimination clause” that protects religious institutions from—under almost any circumstance—being treated less favorably than nonreligious ones, the Court has opened the door for voucher-funded religious schools to claim exemptions from civil rights requirements. Some cases, including in Colorado, involve religious schools asserting the right to “engage in faith-based discrimination,” including against LGBTQ+ families. These are worrisome trends for scholars like Welner.

Only 35% of Americans
are satisifed about U.S. Education quality, an
all-time low

“I used to say that our public schools are a foundational institution that props up our democratic society, but I am not sure we can say that now,” he said.

Yet 74% of parents are
satisfied with their children's education

Even so, Welner sees possibilities at state levels, where local policies can have clear benefits. For example, he cited the ways some states, like Colorado, New Jersey and Oklahoma, have strengthened investment in universal pre-K. As another example, he pointed to community-school initiatives in California and New York.

He called this moment a reminder that the struggles about publicness will continue with no clear end.

“We have to engage in the struggles and work toward a vision of publicness that we think is important,” he said.

Power to the People

Wilson urges supporters of public institutions to stay attuned to reality, not fear. Her research on parents’ rights and school-choice decisions has shown the influence of negative rhetoric about public schools.

“In this moment of deepening distrust in public institutions, including public schools, it’s important to recognize that much of this distrust is purposely manufactured,” she said. “It’s not neutral. It’s a result of steady campaigns to sow distrust, question effectiveness and build a sense of crisis.

“We can see this in efforts to reassert parental decision-making in education. While parental rights are portrayed as under threat, in reality, the U.S. has expansive protections for parents’ rights to shape and control their children’s education, health and well-being.”

Wilson is fascinated by the contrasting results of the Gallup polls every summer, where faith in public schools is low, including an all-time low of 35% of respondents saying they are satisfied with U.S. education. However, when parents are asked about their children’s school, responses are routinely more favorable.

“There’s a powerful and informative gap there,” she said. “If you ask people about their experiences with the local neighborhood schools or teachers they know, there are many openings there to tell different stories and to lean into those relationships.”

Rewriting the story won’t be easy, but Wilson remains hopeful.

“Institutions are just the people that are part of them,” she said. “When we talk about public schools, we’re talking about us.”

Wilson cautions against drawing a hard line between the public goods of education on one side and people’s private interests on the other. She sees room for commonalities. Preserving publicness in public schools may rely on our abilities to connect with and respect one another.

“We’re all agents of the democracy we want to see, but we have to understand what ‘democracy’ is and why it’s important to learn the skills, practices and dispositions of being able to talk to each other across differences,” she said.

Pockets of Possibility

Peña sees public schools as both deeply flawed and full of possibility.

“Their design from the start hasn’t really been to be a great equalizer, but instead for only certain students to succeed,” she said. Yet she believes in the pockets of transformation that emerge when educators center students’ humanity. “Education is the ingredient that changes so many people’s lives.”

Now, as a relatively new parent of a bilingual child in a same-sex-parent family, Peña’s outlook is deeply personal.

“I want my child to feel valued at school, and I want all children to feel that,” she said.

Despite the challenges, Peña remains hopeful that public schools can become places where every child’s language, identity and ways of knowing are treated as assets.

As she prepares to lean into her dissertation research in a Denver-area elementary school, she’s volunteering in the classroom, because she is committed to community-building over everything else.

“I see these pockets of really beautiful things that are happening, and these pockets of hope and possibility,” Peña said.

“Since entering this program, I’ve wanted to do research that shines a bright light on possibilities, on things that are going well that are also full of complexity and tension that ultimately illuminate something that we can build from.”

Discover more stories from Voices vol. 8:

Supporting Rural Teachers & Leaders

The Bob and Judy Charles Endowed Chair of Education is deepening work in rural Colorado

The Transformative Power of Community

Meet several College Assistance Migrant Program (CAMP) & Patitos alumni whose important careers were first cultivated in CAMP, and are now utilized to support their community

Get to know Dean Amanda Haertling Thein and her full-circle journey to becoming dean of the CU 91��Ҹ� School of Education

As the new Dean of the School of Education, Amanda Haertling Thein recently returned to the CU 91��Ҹ� campus — a homecoming for the alumna

Return to Voices Volume 8

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Welcome to Voices, Volume 8

Tyler Caldwell — Tue, 13 Jan 2026 23:45:03 +0000

Welcome to Voices, Volume 8 Tyler Caldwell Tue, 01/13/2026 - 16:45

Returning to 91��Ҹ� to serve as dean of the School of Education is a dream come true and a full-circle moment for me. As a CU 91��Ҹ� undergraduate, I had a wonderful experience that set the stage for my career as a high school English teacher, an education researcher and a higher education leader. Walking the campus paths again reminds me of my responsibility and privilege in continuing to serve this community and our mission as a public university.

In this issue of Voices, our “full-circle” theme reflects the many ways our journeys and work embody renewal, connection and commitments. Some paths grow and transform, while others twist and turn—bringing us back to where our story began, enriched by experience and perspective. In this issue, you’ll discover an alumna who realized a lifelong dream with a trip to the butterfly sanctuary in Mexico. You’ll meet two of our undergraduate students—one who just graduated and another who’s just starting out—who literally run circles with Ralphie as part of one of CU 91��Ҹ�’s most beloved traditions. You’ll learn about a former rural teacher who now shares her passion for rural classrooms with pre-service teachers as a doctoral student and mentor for undergraduates. And you’ll see how, even with threats to public education rising, educators, researchers and communities remain steadfast in re-centering the “public” nature of public education.

Each of these stories reminds us that education is full of new beginnings and meaningful returns. I am honored to be back at CU 91��Ҹ�, learning alongside our alumni, students, faculty and partners as we work together. I look forward to getting to know more about you and your stories in the years to come.

Amanda Haertling Thein

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The Butterfly Effect

Hannah Fletcher — Thu, 29 May 2025 19:12:40 +0000

The Butterfly Effect Hannah Fletcher Thu, 05/29/2025 - 13:12

How one education alumna is spreading her wings and sharing her passion for nature one butterfly at a time

In the rugged mountains of central Mexico, Peggy Campbell-Rush boarded an open pickup truck, rode on horseback, and hiked with a small group led by an internationally known conservationist to reach the awe-inspiring butterfly sanctuary. There, the air shimmered with millions of monarchs, delicate yet determined, filling the trees and sky. Some brushed against her. Others clung to branches like leaves. She had waited a lifetime for this moment.

“You're just walking through the forest, and then you come across it—it’s incredible,” she said. “They are everywhere.”

Each year, millions of monarchs make the epic 1,000-5,000-mile journey from as far North as Canada to overwinter in one of only five sanctuaries in North America. Many take off again in spring to return home.

Trip of a lifetime

In February, Campbell-Rush received a coveted “Wish of a Lifetime” grant, designed to “spark hope and joy in the hearts of older adults,” to witness the monarch migration.

To her, monarchs are more than insects— they symbolize transformation, tenacity and the magic of nature.

It’s amazing to me that these butterflies, weighing less than an ounce, fly 3,000 miles and arrive in Mexico unscathed. It’s just a miracle." — Peggy Rush-Campbell

With 50 years of experiences in education, the CU 91��Ҹ� alumna (MEdu'81) has spent decades raising butterflies and teaching about their conservation. 91��Ҹ�ers estimate the population of monarchs in Mexico has decreased by around 80% since the 1990s, according to the the Xerces Society for Invertebrate Conservation.

Campbell-Rush’s love for the orange-and-black creatures and their conservation began early. Her education began at home in New Jersey, where her mother, a physical education teacher and coach, filled their yard with bird feeders and butterfly gardens. Campbell-Rush spent summers chasing monarchs with a net, careful not to harm them. It sparked a lifelong curiosity about their life cycles and migration.

“It’s amazing to me that these butterflies, weighing less than an ounce, fly 3,000 miles and arrive in Mexico unscathed,” she said. “It’s just a miracle.”

Spreading her wings

Like the monarchs, Campbell-Rush’s life and career have covered a lot of ground. She began teaching kindergarten in New Jersey in the 1970s before moving to 91��Ҹ�, where she worked in restaurants while pursuing her master’s in education.

Her restaurant colleagues introduced her to Semester at Sea, and instead of returning to the classroom, she circled the globe by ship in 1983, returning years later as a senior administrator for the program.

“Once you travel, you just can’t stop,” she said. “If you get the opportunity, you have to do it.”

Beyond her voyages, she taught in London, launched school gardens, raised butterflies with students, and taught lessons with nature as co-teacher.

Three ways to support the monarch butterfly

Plant milkweed and native nectar plants, for caterpillars and mature butterflies, respectively.
Garden wisely and avoid pesticides which harm intended and unintended insects.
Follow Peggy’s lead, spread the word about the importance of monarch butterflies and their conservation.
Source: https://www.fws.gov/sites/default/files/documents/2024-12/monarch-fly-into-action-factsheet.pdf

As a teacher, administrator, professional development leader, and author of seven books, Campbell-Rush continues to mentor new educators with warmth and wisdom.

“The first thing I tell new teachers is: ‘Thank you for being a teacher,’” she said. “I also recommend they get three mentors: one mentor that will help with all big questions and another mentor that maybe is in the school already who can give you the behind-the-scenes information.

“The third mentor is you, because you could go to all the professional development, but you have to consider if it’s something that fits you and your classroom.”

Recently, she was selected as a Fulbright Education Specialist, helping develop civil rights curriculum tied to South Africa’s post-apartheid era and the U.S. Amistad Act.

As well-traveled and accomplished as she is, Campbell-Rush’s sojourn to the butterfly sanctuary in Mexico was, indeed, a trip of a lifetime. One condition of her grant is to pay it forward.

Emerging from the chrysalis

Now, Campbell-Rush lives surrounded by milkweed and memories. This spring, she cared for 74 caterpillars. She also hosts events and inspires neighborhood kids to give milkweed as birthday gifts. She stays connect with former students, mentors new teachers, and visits schools to teach about monarchs’ conservation and resilience.

Resilience means much to Campbell-Rush, a stage 3 breast cancer survivor who taught bald, wearing a custom cap that read “No Hair Day,” a spin on “Bad Hair Day.” The illness taught her to receive help as graciously as she gives it.

“As women, we’re often givers, and I found it hard to be a receiver,” she said. “But people get as much from giving as you do from receiving. That’s wonderful.”

Just as monarchs return each spring to the gardens where they were raised, Campbell-Rush continues to receive so much inspiration from them as she marvels at nature’s delicate balance. She hopes others will too.

“As a teacher, I did all kinds of things to bring nature to the kids,” she said. “They get that wide-eyed look, and you just wait for that. It's so satisfying. Hopefully, in their lives, they're conservationists, who respect wildlife and the world around us.”

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Voices - Vol 8

Now & Then

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Our Best Wishes to Retiring Faculty

Sue HopewellAssociate Professor of Equity, Bilingualism and Biliteracy

Vicki HandAssociate Professor of STEM

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Following in Their Footsteps

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Cross-Cultural Connections

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The Arc of a Scholar

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The Transformative Power of Community

THE PRINCIPAL: Jorge Gonzalez Moncada

THE ADVOCATE: America Paz-Pastrana

Learn more about how you can support the Patitos Scholarship

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Running with Ralphie

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The Heart of Public Education: Redefining Our Roots

Discover more stories from Voices vol. 8:

Supporting Rural Teachers & Leaders

The Transformative Power of Community

Get to know Dean Amanda Haertling Thein and her full-circle journey to becoming dean of the CU 91���Ҹ� School of Education

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Welcome to Voices, Volume 8

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The Butterfly Effect

Trip of a lifetime

Spreading her wings

Emerging from the chrysalis

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Sue Hopewell
Associate Professor of Equity, Bilingualism and Biliteracy

Vicki Hand
Associate Professor of STEM

THE PRINCIPAL:
Jorge Gonzalez Moncada

THE ADVOCATE:
America Paz-Pastrana

Get to know Dean Amanda Haertling Thein and her full-circle journey to becoming dean of the CU 91��Ҹ� School of Education